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Welcome
Goals
• A continued look at phonological awareness
• An experience with share reading
Developing Phonological Awareness
• Sequence:
- rhymes
- words
- syllables
- phonemes
Rhymes
• Using Movement– Pease Porridge Hot (cold/old, hot/pot)– One Potato, Two Potato (more, four)– Eeny Meeny Miney Mo (Mo, toe, go, Mo) – Baa, Baa Black Sheep (wool, full)– One, Two, Buckle My Shoe (two, shoe; four,
door; and so on)
Rhymes
• Using SongDo you know two rhyming words,
Two rhyming words,
Two rhyming words?
Oh do you know two rhyming words?
They sound a lot alike.
____ and ____ are two rhyming words,
Two rhyming words,
Two rhyming words.
____ and ____ are two rhyming words
They sound a lot alike.
Rhymes: Using Literature
• Predict what will come next. Why do you think so?
• “I spy with my eye…”
• Word Rhymingcatmousechairbag car talkrosebookfacebed
• Round Robin Rhyme
• The Ship is Loaded with…
– dogs– cats– cars
Rhymes: Games
Sharing Lesson Ideas
• Share your nursery rhyme.
• Share your rhyming book.
• Share a mini lesson idea.– Intro– Procedure– Closure
Words and Sentences
• Introducing Sentences“A sentence is a short story. It tells something and names who/what it is telling about.”
Susan has a puppy. Dan has blue pants. has brown eyes.is wearing jeans.The childrenAngelic
• Introducing Words
Lynn eats.
Dan sits down.
The cow jumped over the moon.
• Hearing Words in Sentences
Syllables
• Clapping Names
“Bippity, Bippity, Bumble Bee, tell me what your name should be…”
1. “Clap it!”2. “Whisper it!”3. “Silent!” (children repeat, silently
enunciating).
• King’s/Queen’s Commands
marching tiptoeing
boogy-woogying hammering
rollerskating waving
bowing leaning
sewing wiggling
clapping nodding
stretching waddling
curtsying reading
• Take One Thing from the Box– Name it– Clap/snap/pat the syllables– Categorize by number– Try w/o clapping or saying
• Syllable Beat Repeat
1. Use familiar songs with repetitive patterns (“Farmer in the Dell”, “Twinkle Twinkle Little Star”, “Old MacDonald”)
2. Tap/clap/snap the syllabic beat of the repetitive words in place of singing them
Phonemes
• Rhythm and rhymeOnset/rimeT separates/S blend phonemes
• SequenceT gives words, Ss give initial, medial, final sound.
T gives a target sound, Ss signal position of sound.
• SeparateT gives word, Ss tell # of sounds T gives word, Ss separate into phonemes
• ManipulateSs leave off the sound of a given word to make a new word T gives a word; Ss substitute a new sound in the word
Initial Phonemes
• Name Chant
It begins with ____, (onset)
And it ends with _____. (rime)
Put them together,
And they say ________
• Patty Cake
bug mouse
pin round
fun light
bed name
fox barn
sit duck
For next time…• Read Honig et al., Chapter 8
• Language Arts Assignment 3
• Complete a written reflection to address the following:-- What phonics experiences do you remember from when you learned how to read? How did you feel about these experiences? --What more recent classroom experiences (as a tutor, mentor, or classroom teaching assistant) have you had that connect with teaching phonics? --How do your prior experiences connect with your reading from this week? -- How do these experiences and this week’s readings have implications for you as a teacher of reading in your current placement? As a teacher of reading in grades K-6?
Bibliography• Phonemic Awareness in Young Children
by Adams, Foorman, Lundberg and Beeler• Phonemic Awareness: Playing with
Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press
• Phonemic Awareness Activities for Early Reading Success by Wiley Blevins
• Double Trouble in Walla Walla by Andrew Clements\
• Each Peach Pear Plum by Janet Ahlberg